Teachers’ information processing and judgement accuracy: effects of information consistency and accountability
Teachers’ information processing and judgement accuracy: effects of information consistency and accountability
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教师的信息处理和判断准确性：信息一致性和问责制的影响
DOI：
10.1007/s10212-019-00436-6
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发表时间：
2020
影响因子：
3
通讯作者：
S. Glock
中科院分区：
文献类型：
--
作者：
I. P. Pit;Thomas Hörstermann;Sabine Krolak;C. Gräsel;I. Böhmer;S. Glock
研究表明，教师能够根据情境的需要调整自己的学生信息处理策略，灵活地使用自动的、基于类别的策略或控制的、信息整合的策略。然而，教师对任务的责任感和学生信息的一致性对策略使用的影响并不明显。在两项实验研究中，教师提出了一致和不一致的学生档案，其中问责制水平有系统地变化。在第一项研究中，研究了对信息的注意和记忆作为信息处理策略变化的指标。在第二项研究中，对由此产生的判断准确性的变化进行了调查。研究1的结果支持了低问责性条件下人们在面对一致信息时使用基于类别的策略的理论假设，而不一致信息和高问责性条件下人们使用信息整合策略。研究2的结果表明，教师的判断准确性普遍增加有关的高问责条件，并在较小程度上配置文件的一致性，其中不准确性反映了学生的能力下和高估。综合结果表明，使用不同的信息处理策略不仅会导致注意和处理信息的差异，而且会导致判断和决策质量的差异，特别是在高问责条件下。
Research has shown that teachers are able to adapt their processing strategy of student information to situational demands, whereby they flexibly use either an automatic and category-based strategy or a controlled and information-integrating strategy. However, the effect of teachers’ accountability for task and the consistency of student information on strategy use is less clear. In two experimental studies, teachers were presented with consistent and inconsistent student profiles, whereby accountability levels were systematically varied. In the first study, the attention to and memory of information were investigated as indicators of changes in information processing strategy. In the second study, resulting changes in judgement accuracy were investigated. Results of study 1 provided support for the theoretical assumption that people apply the category-based strategy when confronted with consistent information under low accountability conditions, while inconsistent information and high accountability conditions led to the use of information-integration strategy. Results of study 2 showed that teachers’ judgement accuracy generally increased in relation to high accountability conditions and to lesser extent profile consistency, whereby inaccuracy reflected both under- and overestimation of student ability. The combined results suggest that the use of differential information processing strategies not only leads to differences in the attention to and processing of information, but also results in differences in the quality of judgements and decision making, especially under high accountability conditions.
教师对一致和不一致学生档案的判断准确性
影响因子：
3.9
作者：
Südkamp;Praetorius;A.-K. ;Spinath
通讯作者：
Spinath